Current Practices by Speech-Language Pathologists in AAC Assessment and Intervention for Young Children on the Autism Spectrum with Minimal Speech

Abstract

AAC intervention for young children on the autism spectrum requires careful attention to a multitude of decisions including system type, intervention practices, system personalization, and inclusion of the family in every aspect. This survey explored the decision-making of SLPs for young children on the autism spectrum with minimal speech in terms of AAC recommendation, assessment, and intervention, looking into what their current practices are based on factors such as preservice education, AAC system types used, intervention methods, and how families are included. Findings showed that there is a lack of preservice education in both areas of AAC and in autism, and many SLPs are completing CEUs in AAC but few in autism. SLPs are often recommending use of AAC supports for this population, but unaided AAC systems (e.g., manual signs) or pre-programmed high-tech AAC systems are being used more often than customized or personalized high-tech AAC systems. SLPs report often including the family in most aspects of AAC assessment and intervention. Each of these findings suggest current SLPs serving young children on the autism spectrum are utilizing several evidence-based practices for this population, but there is a lack of preservice education and in continuing education courses that can account for clinical practices that do not align with current research. More support for SLPs is needed in the form of stronger preservice education and continuing education courses to eliminate gaps in evidence-based practices and to best serve young children on the autism spectrum who utilize AAC.